1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

The key to opportunity is Mathematics. No longer just the language of

science, mathematics also contributed in direct and in business on its

fundamental ways, finance, defense and health. For students, it opens portal to

different opportunities. For citizens, it permits informed decisions. For nations,

gives information to compete in the technological community (Gainsburg, 2005).

Mathematics is a subject that is relevant to the youth in these modern

days of education. People’s daily lives permeate its vital significance around the

world. It serves as premise to the modern inventions like scientific discoveries

and the studies of research (Cajindos, 2008).

According to Spring, 2006, Mathematics is a form reasoning. When

thinking Mathematics it consists of a logical thinking manner, testing and

formulating conjectures, making sense of things, justifying and forming of

judgments, and formulating inferences and conclusions. Demonstrating

mathematical behavior in recognizing and describing patterns, constructing and

conceptualizing physical and models of phenomena, manipulating, and reflection

of ideas, and create procedures to solve problems.

Most people use Mathematics in their everyday activities. It is difficult to

imagine any career in which Mathematics does not play some part. Mathematics
 2

helps us understand better the world by revealing its hidden patterns, much more

than geometry and arithmetic. Mathematics today is a discipline of diverse that

concern with data, observations and measurements from science, with the proof,

inference and deduction with the contribution of the mathematical models of the

natural phenomena of behavior of human and of social systems. The National

Teachers Council (2004) noted that those who understand and can do

Mathematics will have more opportunities that others do not. Productive future

opens the door to those who are mathematically competent.

There have been many discussions on reason why students do not do

well in school. With the rapidly changing educational environments in many

countries in the world, there is an opening for research exploring solutions to the

challenge of enhancing student academic performance in getting good

education. Many variables play a role to students’ academic performance.

Academic motivation is an important psychological construct for learning and

academic performance in all the school subjects (Schunk, 1911).

With this problem, the UNESCO supports activities that address the lack

of interest by students in mathematics, and also those that aim at sensitizing

teachers on both their knowledge of new developments in Mathematics as well

as its significance to society. Consequently, following the World Mathematical

Year in 2000, UNESCO and the Centre Sciences of Orléans (France) developed

the hands-on educative mathematics exhibition “Experiencing Mathematics” for

both young and more experienced academics. This UNESCO-supported

International Travelling Mathematics Exhibition was conceptualized and designed

 3

to promote public appreciation of the importance of mathematics from basic

economic activities to the operation of train stations and airports, as well as to

demonstrate that mathematics can be fun and interesting. Experiencing

Mathematics features posters, manipulative models and interactive devices

showing the theory and implementation of its models and concepts.

As the education system progressed in its technology, strategies,

approaches and curriculums, student’s learning ability also changes. Due to this

advancement, Trends in Math and Science Study (TIMSS), the international

assessment focuses on math and science (Berger, 2005) and for that reason

students should be taught mathematically. To provide a balance approach on

how to deal with change, students should learn the basic computational skills and

the ability to analyze so as to solve problems. “They need to possess

mathematical skills to find the solutions to problems that they encounter daily

“(Salceda, 2012). “They also need a solid basic mathematics foundation to

succeed in the future thereby contributing to the economic progress of our

developing nation (Villamayor and Wright, 2001).

The ASEAN countries have been trying very hard to come together to

upgrade the level of mathematics in the region. There are short term

programmes and there are also long term programmes. It has been a tradition in

the Southeast Asian region that some countries would work together for the

betterment of both parties. An example of was the linkage between the

Philippines and Singapore. Countries in Southeast Asia has its own centers of

excellence in mathematics and mathematics education, and research groups.

 4

According to studies that in 2003, out of 45 countries that participated in

Trends in Math and Science study, the Philippines ranked 41 based on the

averages scores of the students that are tested in math. The country’s average

was significantly lower than the international average (Luz, 2009); such as result

shows a very alarming condition in terms of mathematical competency rate of the

students. If it continues over many years, the more it becomes difficult for

educators and researchers to revere the process of this deterioration. Something

must to be done.

According to the database of Talisay City National High School for the

school year 2018 – 2019 during the 4th and 3rd grading periods, mathematics

subject got the 2nd to the lowest MPS with 44.32 and 44.58 respectively. During

the 2nd and 1st grading periods, mathematics subject got the lowest MPS with

40.17 and 35.87 respectively.

In an effort to create an alternative to this problem, the researcher wants

to determine the relationship between age, motivation and academic

performance of students in Mathematics 10. The researcher would like to study

the dominant factors of this crisis.

 5

Theoretical Background

This study is anchored on Self – Determination Theory (SDT) of Richard

M. Ryan and Edward L. Deci which is a macro theory of human motivation and

personality that concerns people’s inherent growth tendencies and innate

psychological needs. It is concerned with the motivation behind choices people

make without external influence and interference. It focuses on the degree to

which an individual’s behavior is self – motivated and self – determined (Ryan &

Deci, 2000).

Self – Determination Theory posits that there are two main types of

motivation – intrinsic and extrinsic – and that both are powerful forces in shaping

who we are and how we behave. Extrinsic Motivation is a drive to behave in

certain ways based on external rewards. Such sources include grading systems,

employee evaluations, awards and accolades, and the respect and admiration of

others. On the other hand, intrinsic motivation comes from within. There are

internal drives that inspire us to behave in certain ways, including our core

values, our interests, and our personal sense of morality. (Ackerman, 2019)

Richard M. Ryan and Edward L. Deci later expanded on the early work

differentiating between intrinsic and extrinsic motivation and proposed three main

intrinsic needs involved in self – determination. According to them, the three

psychological needs motivate the self to initiate behavior and specify nutriments

that are essential for psychological health and well – being of an individual.

These needs are said to be universal, innate and psychological and include the

need for competence, autonomy, and relatedness.

 6

Self – Determination Socioemotional

Theory Selectivity Theory
(Laura L. Carstensen, cited in (Richard M. Ryan and Edward L.
Carstensen, 2016) Deci, cited in Ryan & Deci, 2000)

MOTIVATION AGE

ACADEMIC
PERFORMANCE

PROPOSED ACTION PLAN

Figure 1

THEORETICAL FRAMEWORK
 7

Self – Determination Theory suggests that people can become self –

determined when their needs for competence, connection, and autonomy are

fulfilled. Competence: People need to gain mastery of tasks and learn different

skills. When people feel that they are more likely to take actions that will help

them achieve their goals. Connection or Relatedness: People need to experience

a sense of belonging and attachment to other people. Autonomy: People need to

feel in control of their own behaviors and goals. This sense of being able to take

direct action that will result in real change plays a major part in helping people

feel self – determined (Cherry, K. 2019).

Self – Determination theory argues that needs are innate but can be

developed in a social context. Some people develop stronger needs than others,

creating individual differences. However, individual differences within the theory

focuses on concepts resulting from the degree to which needs have been

satisfied or not satisfied (Ryan & Deci, 2000).

In the study of (Ayub, 2010), the aim is to explore the relationship between

intrinsic and extrinsic motivation on academic performance. The results suggest

that intrinsic and extrinsic motivation and academic performance were strong

positively correlated which means that as the motivation improves and so the

academic performance. In short, the findings support the significance of

motivation to student’s academic performance.

Another study of (Um, 2008) aims to develop and test a model, based on

Self – Determination Theory. The model incorporates the assumption that

intrinsic motivation positively affects math performance, whereas external

 8

regulation negatively affects math performance. The study found out that

autonomy support can affect math performance both directly and indirectly

through the mediator of math self – concept.

In a longitudinal study, the researchers aim is to analyze the predictive

value of a set of motivational variables on academic performance in the

mathematics area. Analysis were performed on a sample of 180 children. The

result shows a significant predictive power on later mathematics achievement for

self – perceived competence. It shows that groups with high and low

performance presented significant difference at 5 years, both in perceived self –

competence and persistence. (Mercader, J., et al , 2017)

(Herges, et al., 2017) stressed that Mathematics achievement among k –

12 students has been a long – standing concern in schools across the United

States. A study was administered to 65 mathematics students at a Midwestern

School to determine their beliefs and attitudes related to motivation and

mathematics achievement. Significant positive correlations were found between

internal motivation and self – reported Mathematics grades. Independent t –

tests between high and low achieving students found significant differences in

beliefs regarding intrinsic motivation, extrinsic motivation, mathematics value,

mathematics enjoyment, and mathematics confidence.

This study is also anchored on Socioemotional Selectivity Theory by Laura

L. Carstensen which is a life – span theory of motivation grounded in the uniquely

human ability to monitor time. The key postulate of this theory is that the relative

importance of goals within this constellation changes as a function of future time

 9

horizon. In particular, the theory posits that age differences in goals result from

shrinking time horizons. Goals influence social preferences and the composition

of social networks. Because goals also direct cognitive processing,

Socioemotional Selectivity Theory postulates that attention, memory, decision –

making, and emotional experience are influenced fundamentally by the

perception of time (Carstensen, 2016).

The theory also focuses on the types of goals that individuals are

motivated to achieve. Knowledge – related goals aim at knowledge acquisition,

career planning, the development of new social relationships and other

endeavors that will pay off in the future. Emotion – related goals are aimed at

emotion regulation, the pursuit of emotionally gratifying interactions with social

partners and other pursuits whose benefits can be realized in the present.

(Charles & Urban, 2015)

When people perceive their future as open ended, they tend to focus on

future – oriented and development – or knowledge – related goals, but when they

feel that time is running out and the opportunity to reap rewards from future –

oriented goals’ realization is dwindling, their focus tends to shift towards present

– oriented and emotion – or pleasure – related goals. Research on this theory

often compares age groups, but the shift in goal priorities is a gradual process

that begins in early adulthood. Importantly, the theory contends that the cause of

these goal shifts is not age itself, not the passage of time itself, but rather an age

-associated shift in time perspective (Carstensen, 2016).

 10

Age has been one of the factors that could possibly affect student’s

academic performance. A study of (Voyles, 2011) examined the possible

relationship between student’s age on academic performance. The study found

out that student’s age had statistically significant impact achievement for

students in their first and third years on the Mathematics portion of the

assessment. Older students within the cohort scored at higher academic levels of

achievement on the Mathematics assessment than did younger students.

Another study of (Momanyi, et. al, 2015) aims to investigate the effect of

student’s age on academic motivation and academic performance among

secondary school attending day schools within Nakuru Municipality. To make this

possible, the researchers used the ex – post facto research design. The findings

of this study indicated that there was a positive relationship between academic

motivation and academic performance. It was also established that student’s age

had a significant effect on student’s academic performance.

The theories presented here serve as the basis in collecting data to come

up with the solution that would solve the problem of the research. It helps the

students and teachers in breaking the barriers through learning. As teachers, the

researchers would like to know factors that can possibly affect the maximum

learning of the students so that teachers can help the students to age better and

to become better individuals.

 11

THE PROBLEM

Statement of the Problem

This research aims to determine the age and motivation of Grade 10

students in Talisay City National High School in relation to their academic

performance in Mathematics during the Second Quarter of the School Year 2019

– 2020 as basis for proposed action plan.

Specifically, this sought to answer the following sub – problems:

1. What is the profile of the respondents as to:

1.1 age; and

1.2 academic performance in Mathematics 10 for the second quarter of

the School Year 2019 – 2020?

2. What is the level of motivation of the respondents in Math subject?

3. Is there a significant relationship between academic performance as to:

3.1 Age; and

3.2 Motivation

4. Based on the findings, what action plan can be proposed?

Statement of the Null hypothesis

The null hypothesis is to be tested at 0.05 level of significance:

 12

Ho1: There is no significant relationship between respondents’ academic

performance and age.

Ho2: There is no significant relationship between respondents’ academic

performance and age.

Significance of the Study

Teachers/Faculty Members. As first-hand educators of different fields

with the use of computer assisted instructions, teachers can have an accurate

view of activities to be undertaken in teaching the subject. This provides them the

guide to formulate ways to motivate their students to improve their performance.

Guidance Counselor. As one of the pillars of education team, guidance

counselors play an important role in the academic, personal, career, and

developmental of all students. It caters the foundation for personal social growth

as the progress of students through school and into maturity.

Parents. The home and the school should have one thing in common, to

prepare every child’s life. This study provides information to parents on the

performance of their children in school and that it helps them realize their part in

the education of their youngster. By knowing the performance of the students in

school, the parents create productive follow-ups in their study habits and make

studying an enjoyable one. Thus, by doing it, they can help their children in

improving their grades.

 13

Students. As the direct beneficiaries of the study, it helps the students

identify age and motivation in relation to their performance in school and make

some improvements in a way that suited to their condition and availability.

Community/School. Being the macro system of the learning of students,

the community/school must be aware of the possible factor that can affect the

students’ academic performance and contribute ways to improve students’

academic performance in Mathematics.

Future researchers. This paves way for them to a new paradigm of life, a

better understanding of what quality education really means. Data result in this

study can be an addition reference material in the future research activities

related to this proposed study.

 14

RESEARCH METHODOLOGY

Research Design

This research utilized the Descriptive Correlation Method of Research

since this is a fact – finding study with sufficient analysis and interpretation. The

Descriptive Method will be used to describe the characteristics of a population or

phenomenon being studied to determine if there is a significant relationship

between age and motivation towards academic performance of the students of

Talisay City National High School for the School Year 2019 – 2020. The

researcher will use the survey questionnaire to gather the needed information.

INPUT PROCESS OUTPUT

Profile of
Respondents -Data Gathering
through survey
Age questionnaire
Academic Tallying
Performance
Level of Motivation -Tabulating and
treatment of Data Proposed
Relationship using Descriptive Action Plan
between academic Statistics
performance as to:
Age -Presentation
Motivation -Analysis of Data
-Interpretation
Basis for Proposals in -Drawing conclusion
Mathematics 7 based -Formulating
on the findings -Recommendations

Figure 2:

Flow of the Study

 15

Research Environment

The study was conducted in Talisay City National High School

located at Dumlog, Talisay City in the province of Cebu, Philippines. According to

2015 census, it has a population of 227, 645 people. It is third city income class.

Talisay City National High School is one of the public schools in Talisay

city District I located at Dumlog, Talisay City, Province of Cebu. It is a public

institution which offers Junior and Senior High School Program.

This study focuses on Grade 10 Junior High School Students on their

Mathematics Class.
 16

Talisay City National

High School

Figure 3:

Local Map of the Research Environment

 17

Research Respondents

The research respondents were Grade 10 of Talisay City National High

School during the school year 2019 – 2020. The study focuses on the

respondents age and motivation in relation to their Mathematics 10 performance.

`The table 1 below shows the distribution of the respondents. There were

a total of population of 884 Grade 10 students. Using the probability sample of

35% of the total population of Grade 10, 310 students were chosen through

random sampling to represent the entire population.

The 310 students that were randomly selected for the study were taken

from the sixteen (16) sections.

Table 1
Distribution of Respondents

Respondents Population Size Sample Size

x – Culpable 54 19
x – Bequilla 55 19
x – Gabato 57 20
x – Pacana 54 19
x – Sombrio 51 19
x – Punay 51 19
x – Guzman 62 21
x – Cerilla 60 21
x – Monterolla 55 19
x – Cabrera 59 20
x – Lasquitte 53 19
x – Santos 56 19
x – Laurente 54 19
x – Vanzuela 54 19
x – Munoz 54 19
x - Villaver 55 19
TOTAL: 310
 18

Research Instruments

The researcher used the questionnaire adapted from Oksuz and Ersoy,

2015 which reflects the respondents’ profile and level of motivation.

The questionnaire is divided into two (2) parts. Part 1: Profile of the

Grade 10 students. The profile of the students includes their names, age, and

academic performance. Part 2: Motivation of the students. The level of

motivation of the students will be determined through a 3 - point scale

questionnaire.

Research Procedures

This section presents the method of data gatherings, statistical treatment

used, and the scoring procedures.

Gathering of Data

A letter asking for permission to conduct the study was given to the

Schools Division Superintendent of DepEd Talisay City. A copy of the approved

request was presented to the School Head of Talisay City National High School,

and faculty members.

After the approval of the permit to study, administration and collection of

data followed. All the respondents were informed about the motive of the

research study, the activities that are tackling prior to the data collection, and

their rights. They are told that the gathered information, incorporate with the
 19

collected documents would be used for research purposes; their identities will not

be included in any report.

Treatment of Data

The following statistical treatments were used in analyzing and interpreting the

gathered data. For quantitative interpretation of data, the following statistical

formulae were used by the researcher:

1. Frequency and Percentage were used to determine the respondents

profile in terms of age, level of motivation and Academic Performance.

2. Chi – Square Contingency Test was used to test the significance of the

relationship between student’s level of motivation and the Mathematics’

Performance.

3. Pearson R and T-Test was used to test the significance of the

relationship between student’s age and Mathematics’ Performance.

Scoring Procedure

In each item under the motivation of students, the respondents are asked

to answer three rating scale agree, sometimes agree, or disagree.

1 – I agree

2 – I slightly agree

3 – I disagree
 20

DEFINITION OF TERMS

To avoid misinterpretation, the following terms are defined according to

how they are used in the study.

Academic Performance. This refers to student’s achievements in

Mathematics 10 for the second quarter of School Year 2019 - 2020.

Grade 10. It refers to the respondents of Talisay City National High

School. It is where the study will be conducted.

Talisay City National High School. This refers to one of the public

schools in Talisay City Division District II located at Dumlog, Talisay City,

Province of Cebu.
 21

BIBLIOGRAPHY
 22

BIBLIOGRAPHY

A. ELECTRONIC BOOKS

Herges, R., Duffield S., Martin W., Wageman, J. (2017). Motivation and
Achievement of Middle School Mathematics Students. The Mathemtics
Educator. Volume 26, No. 1, 83 – 106
Mercader, J. Presentation, MJ., Siegenthaler, R., Miller, V., Miranda, A.,
(2017). Motivation and Academic Performance in Mathematics: A
longitudinal study in the early educational stages. Rev Psiodidact. 2017;
22: 157 – 163.
Momanyi, J., Too, J., Siminyu, C. (2015). Effect of Students’ Age on Academic
Motivation and Academic Performance among High School Students in
Kenya. Asian Journal and E – Learning. Volume 03.
Ryan, R.M., & Deci, E.L. (2000). Self – Determination Theory and the
Facilitation of Intrinsic Motivation, Social Development, and Well – Being.
American Psychological Association, Inc. Volume 55, No1, 68 – 78.

B. Published Thesis:

Ayub, N. (2010). Effect of Intrinsic and Extrinsic Motivation on Academic

Performance. College of Business Management. Karachi.
English T., Carstensen, L. (2016). Socioemotional Selectivity Theory. In:
Pachana N. (eds) Encyclopedia of Geropsychology. Springer, Singapore.
Voyles, M. (2011). Students Academic Success as Related to Students Age and
Gender. The University of Tenesse at Chattanoga. Chattanooga,
Tenesse.

C. WEBLIOGRAPHY
 23

Ackerman, C.E. (2019). Self – Determination Theory of Motivation: Why Intrinsic

Motivation Matters. Retrieved from https://positivepsychology.com/self-
determination-theory/

Cajindos, Rizza Pe Benito (2008). Analysis Of The Performance In

Trigonometry Of The First Year College Students Of Divine Word
College Of Vigan. Retrieved from
http://www.eisrjc.com/documents/Performance_in_Trigonometry_of
_First_Year_College_Students_Divine_Word_College_of_Vigan_1
325750781.pdf

Charles C. T., & Urban, E. J. (2015). Socioemotional Selectivity theory/ Future

Time Perspective. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118521373.wbeaa10
0
Cherry , K. (2019). Self – Determination Theory and Motivation. Retrieved from
https://www.verywellmind.com/what-is-self-determination-theory-2795387

Gainsburg, Julie (2005). School mathematics in work and life: what we

know and how we can learn more. Retrieved from
ftp://ftp.ige.unicamp.br/pub/CT001%20SocCiencia/29%20novembr
o/Math%20at%20Work%202005.pdf.
Spring (2006). Closing The Achievment Gap: Best Practices In Teaching
Mathematics. Retrieved from
http://www.gram.edu/sacs/qep/chapter
%204/4_1EducationAlliance.pdf.
Um, A. (2008). Motivation and Mathematics Achievement: A structural Equation
Analysis. Retrieved from
https://researchgate.net/publication/315811440_Motivation_and_Mathem
atics_Achievement_A_structural_Equation_Analysis
 24

APPENDICES
 25

APPENDIX A

TRANSMITTAL LETTER
Department of Education (DepEd)
Division of Talisay City

EVANGEL M. LUMINARIAS Ph.D., CESO V

Schools Division Superintendent
Division of Talisay City
Talisay city, Cebu

Madame:

Greetings of Peace!

The researchers are presently enrolled in Master of Arts in Education major in

Teaching Mathematics at Cebu Technological University – Main Campus.

In this connection, the undersigned would like to request permission to conduct

the study entitled “Age and Motivation in Relation to Students’ Mathematics
10 Performance in Talisay City National High School” in partial fulfillment of
the subject Research Methodology. It is also their desire to ask permission to
administer the questionnaire to the respondents. The respondents are Grade 10
students of Talisay City National High School, Talisay Cebu.

Rest assured that the data gathered will be treated with utmost confidentiality.

Thank you.

Truly yours,
 26

CHRISTIAN BEL C. CULPABLE MARAH FLOR D. REVILLAS

Researcher Researcher

MADYN P. GELAGA
Researcher

Noted by:

EMERSON D. PETEROS, Dev. Ed. D.

Adviser

Recommending Approval:

ELPIDIO A. MELGO Ed. D.

Dean, College of Education

Approved by:

EVANGEL M. LUMINARIAS Ph.D., CESO V

Schools Division Superintendent
 27

APPENDIX B

TRANSMITTAL LETTER
Department of Education (DepEd)
Division of Talisay City

JEFFREY L. SEBLERO
Principal, Talisay City National High School
Dumlog, Talisay city, Cebu

Madame:

Greetings of Peace!

The researchers are presently enrolled in Master of Arts in Education major in

Teaching Mathematics at Cebu Technological University – Main Campus.

In this connection, the undersigned would like to request permission to conduct

the study entitled “Age and Motivation in Relation to Students’ Mathematics
10 Performance in Talisay City National High School” in partial fulfillment of
the subject Research Methodology. It is also their desire to ask permission to
administer the questionnaire to the respondents. The respondents are Grade 10
students of Talisay City National High School, Talisay Cebu.

Rest assured that the data gathered will be treated with utmost confidentiality.

Thank you.

Truly yours,
 28

CHRISTIAN BEL C. CULPABLE MARAH FLOR D. REVILLAS

Researcher Researcher

MADYN P. GELAGA
Researcher

Noted by:

EMERSON D. PETEROS, Dev. Ed. D.

Adviser

Recommending Approval:

ELPIDIO A. MELGO Ed. D.

Dean, College of Education

Approved by:

EVANGEL M. LUMINARIAS Ph.D., CESO V

Schools Division Superintendent
 29

Appendix C
RESEARCH QUESTIONNAIRE for STUDENTS
(Adapted from Ersoy & Okruz, 2015)

Part I. Profile of the Teachers

Directions: Please supply the information on the space provided for.

1. Name:_____________________________________________________

2. Age: _____________________________________________________

3. Academic Performance in Mathematics 10 (Second Quarter):__________

Part II. Level of Motivation

Kindly check each statement to your corresponding response depending

on your practices. Please answer HONESTLY.
Just be guided by the following:
3 – I disagree
2 – I slightly disagree
1 – I disagree

Level of Motivation 1 2 3

1. Mathematics is an easy subject for me.

2. I would like to raise my hand in Mathematics class
3. I get bored in Mathematics class
 30

4. Topic in Mathematics are interesting for me

5. I get annoyed in Mathematics class
6. I would like to participate in activities in Mathematics
class
7. Mathematics exams are easy for me.
8. I like Mathematics class.
9. Mathematics is a difficult subject for me.
10. I listen to Mathematics subject carefully.
11. I am afraid of solving Mathematics problems thinking
that I can’t do
12. I repeat the topics I learned in Mathematics class.

Level of Motivation 1 2 3

13. I am happy when I a successful in Mathematics class.

14. I think that Mathematics improves my intelligent
15. I would like to know how Mathematical topics arose.
16. I think that what I am learning in Mathematics is
necessary for my future.
17. I feel more confident when I succeed in Mathematics.
18. I can use the things that I learned in Mathematics in
daily life.
19. I am good in skills of making prediction in
Mathematics subject.
20. I can explain the things that I learned in my own
words in Mathematics subject.
21. I repeat the topics that I didn’t understand in
Mathematics subject.
22. I ask the teacher about topics that I couldn’t
understand in Mathematics class.
23. I study Mathematics because I think what I’ve learned
is necessary for me.
 31

24. I can explain reasons of the use of procedures while

solving Mathematics problems.
25. I become more willing to learn new topics while
learning current topics in Mathematics subject.
26. I am aware of the benefits from what I’ve learned in
Mathematics subject.
27. I am curious about what I would learn in new topics in
Mathematics lesson.
28. I like finding more that one solutions to Mathematics
problems.
29. I can build up a connection between Mathematical
topics and topics in other subjects.
30. When I get stuck in a topic in Mathematics I
investigate that topic from different resources.
31. I think that what I am learning is necessary to learn
new topics in Mathematics.
32. I can express the things that I learned in Mathematics
through different ways (drawings, figures, tables, etc.)
33. I can build up a connection between my current
learnings and previous learnings in Mathematics.

CURRICULUM VITAE

I. Personal Background

Name : MADYN P. GELAGA

Home Address : Sua, Argao, Cebu
Email Address : [email protected]
Date of Birth : October 29, 1993
Place of Birth : Sua, Argao, Cebu
 32

Contact Number : 09508392199

Citizenship : Filipino
Civil Status : Single
Mother’s Name : Daynie P. Gelaga
Father’s Name : Ramon S. Gelaga

II. Educational Background

Graduate : Masters of Arts in Education

Studies
Major in Teaching Mathematics
Cebu Technological University
Main Campus
M.J. Cuenco Avenue, Cebu City
November 2018 – present

College : Bachelor of Secondary Education

Major in Mathematics
University of Cebu – Main Campus
Sanciangko St., Cebu City
March 2016

mSecondary : Bulasa National High School

Bulasa, Argao, Cebu
March 2010

Elementary : Bulasa Elementary School

Bulasa, Argao. Cebu
March 2006
 33

III. WORK EXPERIENCE

Position/ Month/Year
Office
Designation

College of Technological June – October

SHS Teacher
Sciences - Cebu 2017
December 2017
Teacher 1 DepEd Cebu Province Division
- present

IV. ORGANIZATION – AFFILIATION

Association of the Children of Mary

V. TRAININGS/ PROGRAMS ATTENDED

In service Training on GAD and IC Cebu October 2019

In Service Training on Positive Discipline May 2019
In Service Training on PPST - RPMS October 2018
Teachers Training on the 3 Acts of Goodness July 2018

Teachers Induction Program May 2018

 34

CURRICULUM VITAE

I. Personal Background

Name : MARAH FLOR D. REVILLAS

Home Address : Ramona Village, Dumlog,
Talisay City, Cebu
Email Address : [email protected]
Date of Birth : February 5, 1996
Place of Birth : Ronda, Cebu
Contact Number : 09486137323
Citizenship : Filipino
Civil Status : Single
Mother’s Name : Rafaela D. Revillas
Father’s Name : Marcelino P. Revillas

II. Educational Background

Graduate : Masters of Arts in Education

Studies
Major in Teaching Mathematics
Cebu Technological University
Main Campus
M.J. Cuenco Avenue, Cebu City
November 2018 – present

College : Bachelor of Secondary Education

Major in Mathematics
 35

University of Cebu – Main Campus

Sanciangko St., Cebu City
March 2016

Secondary : Langin National High School

Vive. Ronda, Cebu
March 2012

Elementary : Langin Elementary School

Vive, Ronda, Cebu
March 2008

III. WORK EXPERIENCE

Position/ Month/Year
Office
Designation

June 2016 –
Faculty Monterey School of Talisay
March 2017
College of Technological June 2017 –
SHS Teacher
Sciences - Cebu August 2018
September 3,
Teacher 1 DepEd Talisay City Division
2019 - present

IV. ORGANIZATION – AFFILIATION

Association of the Children of Mary

 36

V. TRAININGS/ PROGRAMS ATTENDED

Basic Life support January 2019

Teachers Induction Program August 2019
Mid Year INSET 2019 October 2019

CURRICULUM VITAE

I. Personal Background

Name : CHRISTIAN BEL C. CULPABLE

Home Address : Cabalan St., Poblacion Talisay,
Cebu
Email Address : [email protected]
Date of Birth : December 4, 2019
Place of Birth : Talisay city, Cebu
Contact Number : 0908502354
Citizenship : Filipino
Civil Status : Single
Mother’s Name : Monaliza C. Culpable
Father’s Name : Evelip V. Culpable
 37

II. Educational Background

Graduate : Masters of Arts in Education

Studies
Major in Teaching Mathematics
Cebu Technological University
Main Campus
M.J. Cuenco Avenue, Cebu City
November 2018 – present

College : Bachelor of Secondary Education

Major in Mathematics
University of Cebu – Main Campus
Sanciangko St., Cebu City
March 2016

Secondary : Talisay City Science High School

Poblacion, Talisay City, Cebu
March 2012

Elementary : Talisay City Central School

Poblacion, Talisay City. Cebu
March 2008

III. WORK EXPERIENCE

Position/ Month/Year
Office
Designation

Classroom Teacher St. Paul College Foundation Inc. June 2016 –

March 2017
 38

June 2017–
SHS Teacher University of Cebu - METC
February 2018
March 8, 2018 -
Teacher 1 DepEd Talisay City Division
present

IV. ORGANIZATION – AFFILIATION

None

V. TRAININGS/ PROGRAMS ATTENDED

In service Training on GAD and IC Cebu October 2019

In Service Training on Positive Discipline May 2019

Age and Motivation in Relation to Students’ Mathematics 10 Performance in

Talisay City National High School
 39

A Research Proposal Presented to

The Faculty of

Cebu Technological University – Main Campus

M.J. Cuenco Avenue, Cebu city

In Partial Fulfillment

Of the Requirements for

Research Methodology

Christian Bel C. Culpable

Marah Flor D. Revillas

Madyn P. Gelaga

December 2019